ELC A PATICIPATORY APPROACH TO TRAINING

Dr.Pushpa Gupta & Dr. Rajshree Upadhyay

Training is important for each and every individual to perform his job effectively. It is a
professional discipline in itself and an important mechanism of human resource development. It
has immense potential in transfer and utilization of latest technical know-how, leadership
development, organization of people, formation of self help group, mobilization of people as
well as resources, empowerment of poor rural mass, entrepreneurship development etc. which
are considered as essential component of human resource development. The emerging challenges
in agriculture necessitates that training systems should prepare the human resource to respond
these challenges. Extension training is a part of extension system which aims at improvement in
on job knowledge, skills and attitudes. Training means to educate a person so as to be fitted,
qualified, and proficient in doing some job.
Training is an important input in improving the professional competence of extension personnel
for effective transfer of technology to the people/ farming community. Training is effective,
provided it is based on systematic assessment of training needs. Systematic training need
assessment has been little thought of in the past. Training programmes were generally designed
by trainers based on their own experience, interests and judgments rather than through systematic
training need assessment. Any training programme to be purposeful and effective must be
tailored to suit the needs of the trainees.
Hayword (1989) identified training as one of the key factor in implementing extension and
suggested that trainings should be organized for all people at all level.
According to Lynton and Pareek (1967), training is a process of preparing learners for ceratin
line of action. It helps the participants to improve his job performance. It deals with
understanding and skill.
Tylor (1961) defined training as a means to bring about continuous improvement in the quality of
work performed by an individual. It should equip the individual with necessary knowledge,
skills, abilities and attitudes to perform his job efficiently.
Thus training is a planned and systematically organized effort to increase and update knowledge,
improve skills, inculcate attitude and enhance capabilities and capacities of individual so that
they continuously strive to become more productive, effective and meaningful in their pursuits.
In our country since ages conventional trainings have been used to impart training be it
institutional or non-institutional. This training has top-down approach. This is entirely pre
-planned and uses mainly the classroom method of teaching. In this training, the trainer controls
the entire process of training whether it is need assessment, planning or delivery of training
assuming that the learner knows nothing. The participants remain mostly passive.
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But in recent time, the effectiveness of this training has been questioned and participatory
trainings are gaining greater importance. Participatory training is a learner centered approach,
which builds on the existing skills; knowledge and experience of participants. This approach
encourages participants to see themselves as source of information and actively participate in
their own learning process. The trainer act as facilitator, friend and counselor while the process
of learning is controlled by the participants. There is more interaction, sharing of thoughts and
ideas, open dialogue, critical enquiry, support and feedback between trainer and learner.
Experiential learning is crucial to participatory training. Experiential learning is the process of
making meaning from direct experience, i.e., "learning from experience".

Experiential Learning Cycle (ELC) ELC is a seven step model of extension training,
which incorporates the learners experience, provide opportunities for a person to engage in
activities, review these activities critically, draw some useful insight from the analysis, and apply
the result in a practical situation. Experiential learning can apply to any kind of learning through
experience. It is often used by providers of training or education to refer to a structured learning
sequence, which is guided by a cyclical model of experiential learning. ELC is a detailed model
of learning by doing and clarifies what extension workers and farmers do in a training situation
to produce lasting learning. It allows the participants to manage and share responsibilities for
their learning with trainers. Research shows that in ELC, when the learners are provided
opportunities to engage in different activities, review these activities critically, draw some useful
insight from the analysis and apply the result in a practical situation, maximum learning takes
place.
Seven step model of conducting a training session:
Oftentimes the model is misused in practice where certain components are left out of the design
or the programme. As a result, the power of experiential learning is significantly diminished or is
negated altogether. The important steps of ELC training are climate setting, goal clarification,
experience, processing, generalization, application and closure. These Seven steps follow the
same phases/ steps as in ELC (Fig.1) with three added steps viz. climate setting, goal
clarification and closure. However, when the 7 components are applied rigorously in sequence,
the potential for effective experiential learning can be dramatic.

APPLICATION
(Planning to apply the
new learning back on the
farm. i.e. What steps will we
take to improve production?)

EXPERIENTIAL LEARNING CYCLE

(CORE MODEL)

GENERALIZING

(Drawing overall conclusions from the experience.

Fig-1

This model has universal application in all training methods. The seven steps are the basis of all
the presentations that a trainer plans as a part of participatory training (ELC). The steps are:
1. Climate setting:
This is a short trainer activity performed at the beginning of a training session. It shows
participants that the topic is important and relevant to them. At this stage the trainer:

Stimulates interest, curiosity, and enables the participants to begin thinking about
the subject at hand.

Provides rationale for why the subject is important to the participants and how it
will be useful to them.

Links this training session to previous ones and places it into the overall
framework of the training programme / workshop.

2. Goal clarification:
The trainer should have clarity about the goals that he wants his learner to achieve. He must
identify what participants would achieve at the end of a training session; the knowledge, the skill
or the attitude change. The trainer

Presents statements to the participants which describe the intent, aim or purpose of the
training activity.

Provides an opportunity for participants to get a clear understanding of the goals of the
session, and allows them to explore additional issues or raise concerns.

3. Experience:
The experiential learning cycle begins with an experience or activity for farmers / farm women.
It must be planned by the trainer / extension worker before hand, and all the necessary materials
made ready. The experience may be lecturette, an interactive demonstration, case studies, games,
role play or something else. It is very important that every learner participate in the experience.
Everybody must be active. It will be impossible for the other ELC stages to be properly
implemented if learners have been passive and listening inactively.
4. Processing:
Doing alone the task will not produce lasting change in learner habits. The second stage of the
cycle starts when the doing activity stops and the large group reforms. At this stage, the trainer /
extension worker leads a discussion in which

Participants recall and share individual experiences with each other.

The group analyzes and thoughtfully reflects on the experience i.e. what happened,
what they liked or did not like about the experience, what was easy or difficult, or
how they felt about it. This last question (eg.how did you feel about demonstration)
helps personalize the experience.

The trainer facilitates , guides and manages the processing of information.

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5. Generalizing:
At this stage the trainer moves the discussion away from the immediate past experience to the
broader world of learning. He/She asks farmers

What general conclusions can be drawn from the experience?

What have we learned about?

Determine how the patterns that have evolved during the experience phase of the
learning cycle relate to the experiences of everyday life.

6. Application:
The cycle is not yet complete, because the gap between the general learning and the
implementation of these learning back on the farm/home has not been filled. At this phase the
participants can begin to incorporate their learning into their day to day behaviour. The trainer/
extension worker helps farmer/ participants to think about

What they are going to do when the training session is over?

Would they like to share their experiences with others?

Participants answer the questions, Now what? How can I use what I Learned?

The application stage is a discussion that focuses on specific actions / back home plans by the
participants for the application of new skill or practice.
7. Closure
It is a terminal activity performed at the end of training session.

The events of the training session are briefly summarized.

Provides a link to the original goals of the session and seeks to determine if the goals
have been met.

Wraps up the training session and gives a sense of completion.

Provides an opportunity to link the session to the rest of the program, especially the next
training activity.

It can be said that ELC involves the participants throughout the learning process. There is more
interaction, sharing of thoughts and ideas, open dialogue, critical enquiry, support and feedback
between trainer and learner. This training approach has emerged out as one of the most effective
approach of training hence it must be used frequently.
PARTICIPATORY TRAINING METHODS
There are a wide range of training methods developed, combined and adapted to different
learning situations. Each has its own advantages and limitations. Some methods are simple to be
used while others are sophisticated and need adequate experience on the part of trainers.

Interactive Lecturette: An interactive lecturette is different from the formal lecture. It is

short, usually not longer than 20-25 minutes and involves the participants in discussion as much
as possible. When participants are involved in learning process, they are more likely to assume
responsibility of their own learning.

Interactive Demonstrations: The interactive demonstration is a training technique in which

a number of separate steps and learner's participation are used for promoting the learning of a
new skill or practice. The Interactive demonstration provides higher involvement of both trainer
and trainees where there is possibility to judge the change of behaviour of trainees.

Role play: Role play is a versatile and basic training technique in which few participants are
asked to act out a realistic situation in order to meet learning objectives Role plays can simply
involve two characters or multiple characters. Role Playing is used for actually involving
participants in life like situation where there are problems or conflicts. Planning for role play
requires that the situation be realistic and consistent with the overall learning objectives of the
training programme.

Case study: Case study is a narrative account of a series of events or a situation around a
special problem or problems, for example, malnourished children, crop infestation, family
conflicts etc. Case studies are done for problem solving and problem identification activity; for
developing alternative approaches and strategies for solving a problem, for making decisions or
for presenting field experiences.

Field trips: Field trips are an excellent means of providing opportunities to participants to
observe and experience things/objects/activities in natural settings. When the participants are
exposed to real world, they get firsthand experience and can relate their practical experience with
the theory. The learners also experience sensory impressions which could never occur in
classrooms but are characteristic of the environment in which the new behaviour must occur.

Group discussions: In this method of training two or more participants converse or engage in
meaningful deliberations about a particular topic that is facilitated by a trainer/discussion leader.
Group discussions are mainly useful when there is a need to share experiences or knowledge
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with the group members, create new Ideas or actions, do a need assessment, understand complex
ideas and then make decisions about them.

Panel discussions: In panel discussion a selected group of persons (usually 3 to members)

discuss the problem in a conversational manner where chairperson introduces and guides the
discussion. Panel discussion is an excellent method for discussing controversial subjects like
opinion regarding avenues for empowerment of rural women and concerns regarding women's
role in development programmes or importance of girl's education etc.

Small group trainings: This method is used for imparting training to a small group of
trainees to improve their skill. This is an important method for transfer of technology to rural
women. The method involves identifying the technology providing theoretical knowledge and
then supplementing with practical experiences and at the end providing relevant materials to be
carried home by the participants. The method facilitates in imparting skill to a group of
participants by motivating them to adopt new practices through skill training.

Small group tasks: This method results in some product, decision or recommendation to be
shared with similar groups in the class. Typical products from these small groups are reports,
decisions, a set of recommendations, or a pro/con analysis of some issue.
STEPS OF DESIGNING A TRAINING PROGRAMME
1. Need assessment
2. Statement of overall objectives
3. Planning overall schedule of training
4. Design each training session in detail
5. Arranging delivery of training
6. Managing training
7. Evaluation of training
1. Need Assessment :
(a) Training need may be defined as the gap between "What is" and "what ought to be" in terms
of performance on the job. The training programmes based on valid, present or emerging needs
are always sound and cost effective.
(b) Assessment of need : Training need assessment is the process of identifying and analysis
needs and problems of rural people. Need assessment information is especially useful in

developing course objectives, deciding what content is to be covered and selection of appropriate
learning experiences. The need assessment process answer two critical questions

Which knowledge/skill/attitude areas of the target group needs improvement.

To what degree they should he improved?

Method of need assessment :

I. Interview - Individual & group
2. Questionnaire
3.Observation
4. Participatory rural appraisal (PRA)
2. Statement of Learning Objectives :
After need assessment and identification of important needs, objectives of overall training should
be formulated.
Meaning of objectives :
Learning objectives are statements of outcomes or results put in terms of the learner. They are
best stated in terms of the learners will need to know, what they will be able to do and what they
may be thinking as a result of training experience. The objectives should be based upon the
training needs of farm women. They should be simple, clear statements that can be readily
visualised, achievable, measurable and time bound. Well stated learning objectives help the
trainer to select the course content, learning methods and materials and evaluation tools.
Objectives also facilitate participant learning. If learners know what training session is expected
to achieve, they are more likely to commit themselves to the various training activities.
Types of learning objectives :
There are three types of learning objectives :
1. Knowledge objectives : Acquisition of new information.
Much of the formal and non formal education focuses on knowledge learning.
Example- By the end of this training session, the participants will be able to describe main
symptoms of vitamin A deficiency.
The objective clearly describes what the participants will accomplish. It is measurable.
2. Attitude Objectives : Feeling and believes of farmers.
It is most difficult out of the three types. Development of attitude takes places after conviction.
In order for a person to change his beliefs, he must be convinced that the "new way of doing
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something" has merit. If the person is convinced that his present attitude is inaccurate or
incomplete, he will make a conscious choice to change his attitude.
Examples - By the end of this training session the participants will be convinced to install
smokeless chulha in their homes
3.Skill objectives : New ways of doing things.
Skill learning is more difficult than knowledge learning.
Examples - By the end of this training session the participants will be able to use pressure
cooker.
Action verbs for three types of objectives :
Knowledge :- list, describe, state, report, debate, identify
Skill :- plan, perform, demonstrate, prepare, assemble, solve
Attitude : - Appreciate, be convinced, choose.
Qualities of a well written objectives :
{i}Clarity : Objectives should be clear to the trainers and learners alike. Specific terms are better
than general terms. Example - "To understand functions of vegetables for good health" is clear
and specific.
{ii} End Results : The objective must identify what is to be achieved through training in terms of
behavioural change - knowledge, skill or attitude. Example - Learners will be able to plan a
balanced diet within available resources. It is a skill objective.
{iii} Action Orientation : Statement of objective should use action oriented words pertaining to
what is to be achieved. Example -"The learner will be able to list the sources of protein".

Illustration of overall objectives of a training programme :

Title of the training - Importance of Biogas for rural women.
Duration - 3 days
Participants - Rural women
Overall objectives :
By the end of the training programme the participants
(1) will understand various uses of biogas in daily life.
(2) will be convinced about the utility of biogas in cooking, lighting of house, and getting
manure for farming and kitchen garden.
(3) will be able to install biogas plant for domestic purposes
(4) will be able to use biogas chulha for food preparation.

3. Planning Overall Schedule of Training :

In this step a general training plan is prepared which includes the following aspects :
(a) Learning areas
(b) No. of sessions and time required to cover each learning area
(c)The sequence of sessions within the overall schedule
(d)Total duration of training.
On the basis of need assessment data & overall training objectives, learning areas should be
identified. For e.g. training on biogas may include learning areas like-concept of bio-gas, its
advantages, installation of biogas plant for domestic purpose, operation of bio-gas plant, use of
bio-gas chulha etc.
Once the learning areas are identified the training session with duration should be planned for
each learning area. Then the sessions should be arranged in sequence. Total duration required for
the training should be finalised.

4. Planning Detailed Training Sessions :

A training programme will have a number of training sessions. There is a need to plan each
training session in detail. The planning of one training session includes the following points {a)

Planning specific objectives of the session.

{b)
Selecting appropriate learning activities for e.g. demonstration, role play, case studies etc.
Appropriate mix of learning methodologies should be included.
{c)

Write duration for each learning activity.

Illustration of detailed planning of one training session :

Supplementary Food for Infants

Total duration - 2 Hrs.

Objectives :
By the end of this session the participants
(1)will understand the need and importance of supplementary food for infants
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(ii) will know about the types of supplementary food, their quantity and age at which they should
be given.
(ii)will know about precautions to be taken while giving supplementary food.
(iv)will be able to prepare two supplementary food for infants.
Procedure
Climate setting

Duration
5 minute

Goal Clarification

5 minute

Role play on need of supplementary food

15 minute

Interactive lecturette on types of Supplementary food for different age group

15 Minute

Observation demonstration- Preparation of two recepies

30 minutes

Preparation of these two items by participants

30 minutes

Processing

5 minutes

Generalizing

5 minutes

Applying

5 minutes

Closure

5 Minutes

5. Arranging Delivery of Training:

It is the most crucial and important step of training. Adequate arrangements are prerequisite to
successful training. The following arrangements should be made for effective delivery of training
programme :
Three or four weeks before the training programme:
1.Select suitable date of training programme .
2. Select and reserve the site and venue.
3.Prepare budget plan
4. Survey the site for checking the space available for conducting the sessions, arrangements to
seat participants comfortably, lighting, ventilation etc. that enhances learning.
5. If off-site check transportation.
6. Send memo to potential participants.
7. Get the hand out material ready.
8.Pencils, workbooks, charts, tapes and other audio visual equipments, whatever may be
required be procured and made available for use.
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9. Contact appropriate person for opening and closing site.

10. Identify and contact resource persons/guest speaker
One week before training programme :
1. Confirm number of participants.
2. Recheck hand outs, aids and equipments.
3. Obtain material needed for training like pencil, pen, note-book, marker etc.
4. Make arrangements for refreshments.
5. Obtain name tags.
6. Allot time for setting up material.
The Day of training session (One hr. before training session)
1. Organise material on training table.
2. Make sure room is set up properly.
3. Tape electrical cords to the floor properly.
4. Check for spare bulbs.
5. See that refreshments are in place.
6. Place all training material e.g. pencil notebook etc. on table.
7. Test equipment again
6. Managing Training :
In this step the actual training is delivered. A regular monitoring is done to check that training is
being carried out as planned. In case of any problem related to training for e.g. electricity
problem, resource person did not come, equipment falls in out of order an alternative
arrangement is made. It is good to prepare a monitoring checklist to do monitoring throughout
training period.
7. Evaluation of Training :
Evaluation of training is important to find out the extent to which the training objectives have
been achieved. Through evaluation one can also determine which general strategies are more or
less successful, which are achieving results more efficiently and economically and which subsystems within the training need to be strengthened modified or replaced in the light of learning
outcomes due to training.
Evaluation of any training includes the following four basic areas to be measured.
1. Measuring reaction
2. Measuring learning.
3. Measuring behaviour
4. Measuring results.
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Measuring reaction :
This measures participants likes and dislikes about the training programme and should be done
during and after a programme If the training does not meet out the needs and interests of the
trainees. Then it will not be considered an effective training.
Methods of measuring reaction :
1. One of the ways to know the reaction of participants is through observation and discussing
problems with them. This allows anonymity and encourages frank expressions of feeling by
participants.
2. The measurements can be partially quantified by using a scaling system. It means the
participants can be asked to numerically express their reactions to specific training aspects for
e.g.
- was this training session worthwhile? Yes 1-2-3-4-5 No
-Rate the quality of training facilities. Inadequate(1) Average(2) Excellent(3)
3. The measurement should focus on three major targets.
-Participant's feeling about worth of the training.
-How well they feel the training aligned with their needs,
-Their reactions about the trainers.
-Reactions to training methods, duration arrangement, weightage on theory and practice etc.
Through scaled responses the trainer can obtain information immediately and if necessary can
modify/ make necessary changes in the training. Apart from this, forms, open-ended written
evaluations, verbal discussion, observation and conference with observer can be done to get
necessary feedback about a training.
Measuring learning:
It is important to measure learning out-come immediately after training. It is most useful to
measure learning as quantitatively and objectively as possible for making comparisons. One of
the simplest way can be to do pre and post test (i.e. before and after training) to know amount of
knowledge gained and skills acquired.

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The attitudinal changes can be partially determined through direct observation, discussion and
case studies. Skills can be measured through demonstrations and role play. Similarly facts can be
gathered by tests and case studies.
Measuring behaviour :
Although learning may be measured and found to be positive but it is not sure that there is a
consistency in the job performance and the new behaviour learned. In order to have sound effect
of the training the following conditions are necessary.
-The trainee must have an Opportunity to put the learning into practice and members of family,
community or superiors in the organisation should appreciate and encourage to use it.
-The trainee should have realization that the new learning acquired can make her job easier and
more efficient.
-Motivation on the part of trainee is essential to improve her job performance.
There are several factors which should be considered when measuring behavioural changes due
to training
1. The trainee should be given enough time after training to put the new leanings into practice
and for the change in behaviour to be measurable.
2. The measurement must be made by objective sources involving various people to do the job
viz. including supervisor, fellow workers, farm women etc.
3. A comparison can he made with the staff who have undergone a training with untrained staff
(in case of in-service training). i.e. by trainee,
Measuring impact/ results :
It is important to know impact of the training programme, whether training has produced
expected/anticipated results. Thus evaluation of training impact is necessary. Example of
consequences of training could be time and energy saving,, increase in yield, improvement in
health status, increased production, improved environment etc. Results are generally measured
after 1 to 3 years after training.

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